What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten entry assessment

Hattie Harvey; Kathryn Ohle

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Hattie Harvey
University of Alaska Anchorage
United States

Dr. Hattie Harvey is an Assistant Professor in the Early Childhood Special Education program, School of Education at the University of Alaska Anchorage. Dr. Harvey’s research focuses on assessment to information instructional and curricular planning, and social-emotional interventions for young children with challenging behaviors.

Kathryn Ohle
University of Alaska Anchorage
United States

Dr. Kathyn Ohle is an Associate Professor in the Early Childhood program, School of Eduation at the University of Alaska Anchorage. Dr. Ohle’s research focuses on early childhood teacher’s intentional teaching and assessment practices, particularly in relation to early literacy.

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